Agenda - 11-10-1998 - Attachment #3a

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differ significantly from support by the administrators but the nature of the support will be different. Due to the evaluative role that administrators play, the supportive relationship between the teacher and administrator develops differently from relationships between teachers. All positions will be defined and discussed with the staff so that roles and responsibilities will be clearly understood. Each of the three houses will have a house leader who will have administrative responsibilities associated with the operation of the house: communication with teachers, supervision of other teachers in the house, and service on the leadership team. House leaders are classroom teachers with additional responsibilities. A job description and compensation for this position and that of the teacher specialists have been developed (See Appendix). There are six teacher specialists: reading/language arts, mathematics, science, social studies, responsible behavior and staff development. Teacher specialists are classroom teachers who have expertise in a discipline or major area of responsibility and provide support to teachers in their designated areas. Teachers will apply for these positions during September - October and their appointment to these positions in late October will signify their selection to our staff. They will be heavily involved in the planning process with decisions that relate to their areas of responsibility. Other teachers will have minimal leadership responsibilities outside their classrooms, allowing them to focus all of their attention on the instructional program. The staffing model and the standard staffing pattern for the district is presented in the Appendix. The staffing pattern is similar to that found in most CHCCS elementary schools with the following major exceptions: -The school secretary position is upgraded to an administrative assistant. -Custodial services will be partially contracted out. -The number of teacher assistants is reduced (See section on Class Size). •Fewer reading teachers will be needed because the classroom reading program will be stronger and teacher training is more extensive. The number of teachers needed to serve 480 students is greater due to a class size of 1:20. -There is one AG/Resource/Enrichment teacher rather than 1.5 positions. -The science specialist has been waived because of the the creation of a teacher specialist for science and a more comprehensive science program. -The responsibilities of the Exceptional Education Program Facilitator will be assumed by the assistant principal. -There Technology Director is full-time. -There is a half -time User Support Technician. Teacher assistants are allocated on a grade level basis in this model; however, some assistants may be used for special assignments. Teacher assistants will receive staff development in content areas so that they will be fully prepared to support students and teachers in curriculum areas. Specific areas of responsibilities and the role of the teaching assistant will be defined by the staff and shared with all staff members. Compensation All teachers will be paid in accordance with the state salary schedule and will receive a local 13610 supplement of 14%. This supplement reflects consideration for characteristics of the model. House leaders will receive a stipend of $4,000 with up to five days of release time during the school year and two additional days of summer employment. Teacher specialists will receive a stipend of $2,500 with up to five days of release time during the school year and two additional days of summer employment. Both house leaders and teacher specialists serve one year terms renewable for a second year. A method for evaluating these positions will be developed by the r�